<p>Background: The education for becoming a registered nurse in Sweden includes compulsory time for clinical practice. The clinical education means an essential part in the students’ personal development. According to regulation for nurses, a registered nurse has the responsibility to supervise nurse students during their clinical placement.</p><p>Aim:. The aim of the examination was to describe nurse students´ experiences of supervision during clinical education.</p><p>Method: The study was an empirical examination based on interviews with seven nurse students.</p><p>Results: The result showed that nurse students wanted to be seen and treated as colleagues, but not used as labour. Students believed that a supervisor was required to have knowledge how the students learn and how to teach the students about the coming role as a nurse, major themes that appeared were: to have time for the student, to promote a good interaction and to respect the students´ situation.</p>

Background: The education for becoming a registered nurse in Sweden includes compulsory time for clinical practice. The clinical education means an essential part in the students’ personal development. According to regulation for nurses, a registered nurse has the responsibility to supervise nurse students during their clinical placement. Aim:. The aim of the examination was to describe nurse students´ experiences of supervision during clinical education. Method: The study was an empirical examination based on interviews with seven nurse students. Results: The result showed that nurse students wanted to be seen and treated as colleagues, but not used as labour. Students believed that a supervisor was required to have knowledge how the students learn and how to teach the students about the coming role as a nurse, major themes that appeared were: to have time for the student, to promote a good interaction and to respect the students´ situation.

Bakgrund: Sjuksköterskeprogrammet  vid Uppsala universitet innefattar 49,5 högskolepoäng verksamhetsförlagd utbildning (VFU). I termin 2 har studenterna fyra veckor VFU inom basal omvårdnad och handledes då av undersköterska. Handledning är ett sätt att lära ut och utveckla kompetens och innefattar både teoretiskt och praktiskt kunnande. Syfte: Syftet med denna studie var att undersöka undersköterskornas upplevelser av att handleda sjuksköterskestudenter under deras verksamhetsförlagda utbildning i termin 2 på sjuksköterskeprogrammet. Metod: Kvalitativ intervjustudie med deskriptiv design. Intervjuer med semistrukturerade frågor. Resultat: Analysen av intervjusvaren visade att de handledande undersköterskorna ägnade sig åt en uppgiftscentrerad handledning. Handledarna beskrev att även de själva fått nytta av att vara handledare. Det framkom att viktiga kvalitéer hos handledarna anses vara stöttande, kunna ge en positiv bild av yrket och ta hand om studenterna på ett bra sätt. Handledarna upplevde sig få liten mängd information om studenten innan de träffas, men säger även att det brukade gå bra ändå. Handledarna anpassade handledningen efter studentens tidigare erfarenheter samt personlighet. Studentens inställning och intressenivå påverkade handledningen på flera sätt. Handledarna hade ej fått utbildning i att handleda sjuksköterskestudenter men önskade få detta. Slutsats: Undersköterskorna handledde på ett uppgiftscentrerat sätt men med inslag  av ansvar och pedagogik och anpassade handledningen efter studentens tidigare erfarenheter, kunskaper och personlighet. Handledningen påverkade av studentens inställning. Undersköterskorna önskade mer information om studenten innan de träffas, men sa att det gick bra ändå, vilket kan tolkas som motsägelsefullt. Undersköterskorna hade inte  fått utbildning för att handleda men önskade detta. / Background: The nursing programme at Uppsala university includes 49,5 academic points of clinical training. In the second semester students have four weeks of clinical training in basic nursing and were preceptored by an assistant nurse. Preceptoring includes theory and practice in a way to teach and to develope competence. Aim: To examine the assistant nurse's experiences of preceptoring nurse students during their clinical training during their second semester at the nursing programme. Method: Qualitative interview study with descriptive design. Interviews with semi-structured questions. Results: Preceptoring assistant nurses had a task-centered approach to preceptoring. The assistant nurses themselves had use of being preceptors. Important preceptor qualities were; being supportive, projecting a positive image of the trade and taking care of the students in a good way. The preceptors received little information about the students before meeting them, but said it's okay. The preceptoring was adapted to the student's earlier experience and personality. The student's attitude and level of interest affected the preceptoring. The assistant nurses had not received education to preceptor nurse students. Conclusion: The assistant nurses used a task-centered approach to preceptoring with elements of responsibility and pedagogy. The preceptoring was adapted to the student's earlier experience and personality. The preceptoring was affected by the student's attitude. The assistant nurses wished for more information about the student before they met, but said it was fine anyway, which could be interpreted as contradicting. The assistant nurses had not received any education about preceptoring, but were interested in getting one.

Gillrell, C. Vetenskapligt förhållningssätt i verksamhetsförlagd-sjuksköterskeutbildning. Fenomenografisk studie. Examensarbete i omvårdnad 15 högskolepoäng. Malmö högskola: Fakulteten för hälsa och samhälle, Institutionen för Vårdvetenskap, 2015.Det är en utmaning för sjuksköterskestudenten att identifiera omvårdnadsbehov hos en patient. Aktuell studie har fokuserat på vad den handledande sjuksköterskan uppfattar vara centralt i ett vetenskapligt förhållningssätt i omvårdnadsarbetet och hur fenomenet förmedlas till sjuksköterskestudenter. Resultatet visade variation i syftet med ett vetenskapligt förhållningssätt. En del handledare uppfattade att syftet med fenomenet var att identifiera omvårdnadsbehov, andra menade att syftet var att utföra omvårdnad flexibelt utifrån faktakunskap och vad som var det bästa för patienten. Starkast stöd för målet med ett vetenskapligt förhållningssätt i omvårdnadsarbetet var att ge den bästa och säkraste vården för specifik patient. Fenomenet vetenskapligt förhållningssätt kunde förmedlas om den verksamhetsförlagda utbildningen gavs tid, utrymme och hade strukturerade läraktiviteter samt reflektion i handling, och på handling. / Gillrell, C. Scientific approach in clinical placement in nursing education. A phenomenographic study. Degree project in Care Science 15 credits. Malmö University: Faculty of health and society, Department of Care Science, 2015.It is a challenge for nursing students to identify the care needs of a patient. Current study has focused what the supervising nurse perceived to be the center of a scientific approach in nursing and how the phenomenon was communicated to the nursing students. The results showed variation in the purpose of a scientific approach. Some supervisors perceived that the purpose of the phenomenon was to identify care needs, others meant that the aim was to carry out nursing flexible based on factual knowledge and what was best for the patient. The strongest support for the goal of a scientific approach in nursing work was to provide the best and safest care for a specific patient. The phenomenon of scientific approach could be communicated, in the clinical placement, if given the time and space, and if the student had structured learning activities and reflection in action, and on action.

A central part of the nursing profession is the performance of practical skills. In order to provide adequate care, maintain patient-safety, and feel comfortable in the profession, registered nurses (RNs) need to be equipped with requisite skills. Overall aim: To explore and describe how learning and development of practical skills occurs during the preparatory phases and within the nursing profession. Method: Qualitative (I, III, IV) and quantitative methods (II) were used. Data were collected through individual interviews (I, IV), questionnaires (II) and participant observations, including informal talks (III, IV). Results: Both students and new RNs expressed a need to learn and develop practical skills (I, II, III, IV). Less than half of the new RNs had access to a clinical skill laboratory (CSL), where they could learn and practice practical skills (II). The students described that learning at a CSL had been meaning for their clinical practice. They also expressed a great need for continuing learning in real patient situations (I, III, IV). During clinical practice, preceptors and students took different approaches which affected student’s learning processesö (I, III, IV). There was a tension between learning at a CSL and learning in clinical practice sites because students perceived differences in the performance of skills. Students described that they understood that performance of skills could be done in different ways without injuring patients. However, the data also showed deviations in performances that could jeopardize patientsafety. In these situations, student’s behavior differed (I, IV). One third of new RNs deviated from evidence based guidelines when they performed practical skills which they were unfamiliar with (II). Both students and new RNs reported that reflection in connection with the performance of practical skills was not common (I, II III, IV). Conclusions: Cooperation between university CSLs and clinical settings must be intensified in order to enhance the understanding of learning processes regarding practical skills. A consensus regarding academic approaches should be reached. Universities need to support preceptors in educational issues where the importance of reflection is clarified and exemplified. Increasing patient-safety requires that new RNs receive opportunities for training in artificial environments, and that a culture that reinforces the use of guidelines and a reflective stance is cultivated.

Abstract The purpose of this study was to describe and explain nurse mentors’ competence in mentoring nursing students and to evaluate the effects of an educational intervention on nurse mentors’ competence in mentoring. The purpose was to also evaluate the reliability of an instrument measuring competence in mentoring nursing students. The study aimed to develop new knowledge on nurse mentors’ competence that can be used to improve mentoring education. This study included four phases. In the first phase, nurse mentors’ experiences of mentoring nursing students were described using a systematic review. Data were collected from seven electronic databases and were selected by titles, abstracts and full-texts. The quality of the included studies (n=21) was evaluated and the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) extraction tool was used to extract and synthesize the studies. In the second phase, the psychometric properties of Mentor Competence Instrument (MCI) were tested. Data were collected from mentors (n=3355) at five university hospitals in Finland using an electronic version of the MCI. The construct validity and reliability of the instrument were tested using exploratory factor analysis (EFA) and Cronbach’s alpha. In the third phase, mentors’ level of competence in mentoring and distinct mentor profiles were identified using a cross-sectional study. The same data were used as in the second phase of this study and analyzed using multivariate statistical methods. In the fourth phase, the effect of mentoring education on nurse mentors’ competence in mentoring nursing students was evaluated using a quasi-experimental study. Data were collected from nurses (n=150) using the MCI instrument before and after mentoring education. Data were analyzed using statistical methods. According to the systematic review, nurse mentors' competence in mentoring nursing students contained eight competence areas. The MCI instrument exhibited acceptable psychometric properties. Nurse mentors evaluated their level of competence in various categories from satisfactory to good. Three distinct profiles of mentor competence were identified from skilled developer, competent adapter and beginner. Mentoring education had an effect on mentoring competence. / Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja selittää sairaanhoitajien opiskelijaohjausosaamista sekä arvioida ohjaajakoulutuksen vaikutuksia sairaanhoitajien opiskelijaohjausosaamiseen. Lisäksi tarkoituksena oli arvioida opiskelijaohjausosaamisen mittarin luotettavuutta. Tavoitteena oli vahvistaa hoitotieteen tietoperustaa ja tuottaa uutta tietoa opiskelijaohjaajien osaamisesta ohjaajakoulutuksen kehittämiseksi. Tutkimus oli nelivaiheinen. Ensimmäisessä vaiheessa kuvailtiin järjestelmällisen katsauksen avulla sairaanhoitajien kokemuksia opiskelijoiden ohjaamisessa tarvittavasta osaamisesta ammattitaitoa edistävän harjoittelun aikana. Tiedonhaku toteutettiin seitsemästä tietokannasta. Aineisto valittiin otsikoiden, tiivistelmien ja koko tekstien perusteella. Mukaan otettujen alkuperäistutkimusten (n=21) laatu arvioitiin sekä tulosten yhdistämisessä ja analyysissä käytettiin apuna Joanna Briggs Instituutin JBI-QARI -uuttamismenetelmää. Toisessa vaiheessa arvioitiin opiskelijaohjausosaamista arvioivan mittarin luotettavuutta. Aineisto kerättiin poikkileikkaustutkimuksena Suomen viidessä yliopistollisessa sairaalassa työskenteleviltä sairaanhoitajilta (n=3355) sähköisesti opiskelijaohjausosaamisen mittarilla. Mittarin rakennevaliditeettia arvioitiin eksploratiivisella faktorianalyysillä ja sisäistä johdonmukaisuutta Cronbachin Alfa -kertoimella. Kolmannessa vaiheessa kuvattiin sairaanhoitajien opiskelijaohjausosaamisen tasoa ja selitettiin profiileita poikkileikkaustutkimuksella. Aineisto oli sama kuin tutkimuksen toisessa vaiheessa. Aineisto analysoitiin tilastollisilla monimuuttujamenetelmillä. Neljännessä vaiheessa arvioitiin ohjaajakoulutuksen vaikutuksia sairaanhoitajien opiskelijaohjausosaamiseen kvasikokeellisella tutkimusasetelmalla. Aineisto kerättiin sairaanhoitajilta (n=150) Opiskelijaohjausosaaminen -mittarilla ennen ja jälkeen koulutuksen. Aineisto analysoitiin tilastollisin menetelmin. Järjestelmällisen katsauksen mukaan sairaanhoitajien opiskelijaohjausosaaminen muodostui seitsemästä osaamisen alueesta. Opiskelijaohjausosaamisen mittarin psykometriset ominaisuudet todettiin hyviksi. Sairaanhoitajat arvioivat opiskelijaohjausosaamisen tason tyydyttäväksi tai hyväksi. Sairaanhoitajat profiloituivat ohjausosaamisensa osalta taitavaan kehittäjään, osaavaan soveltajaan ja aloittelijaan. Ohjaajakoulutus edisti ohjausosaamista.

Bakgrund: Tidigare genomförd forskning visar att kvinnliga patienter kan känna sig obekväma då omvårdnaden utövas av manliga sjuksköterskor. Troliga förklaringar till detta är den manliga sjuksköterskans särställning som minoritet i hälso- och sjukvården. Vidare att rollen att ta hand om och vårda inte alltid varit ett attribut som vanligen tillskrivs män. Syfte: Därav syftar denna studie till att identifiera hur manliga sjuksköterskor och sjuksköterskestudenter upplever utövandet av omvårdnadsåtgärder då patienten är en kvinna. Metod: Föreliggande studie har designats som en litteraturstudie baserad på 11 artiklar med kvalitativ ansats som analyserats utifrån metoden för metasyntes. Resultat: Under analysen kunde fyra teman identifieras: “Intim omvårdnad”, “Beröring”, “Religiösa och kulturella hinder”, “Strategier”. Konklusion: Kartläggningen vittnar om att manliga sjuksköterskor stöter på problem på grund av sin könstillhörighet. Problem som i sin tur orsakar ångest och stress i olika omvårdnadssituationer vilket kan ha en direkt inverkan på den vård de ger patienter av motsatt könstillhörighet. Vidare kan det påverka vilken inriktning den manligen sjuksköterskan väljer efter avslutad utbildning. / Background: Previous research shows that female patients may feel uncomfortable when nursing is performed by male nurses. Probable explanations for this are the male nurse's special position as a minority in health care. Furthermore, the role of caring for and nurturing has not always been an attribute commonly ascribed to men. Purpose: Therefore, this study aims to identify how male nurses and nursing students experience the practice of nursing measures when the patient is a woman. Method: The present study has been designed as a literature review based on 11 articles with a qualitative approach that were analyzed based on the method of metasynthesis. Result: During the analysis, four themes could be identified: "Intimate care", "Touch", "Religious and cultural barriers", "Strategies". Conclusion: The mapping shows that male nurses encounter problems due to their gender. Problems that in turn cause anxiety and stress in different nursing situations which can have a direct impact on the care they provide to patients of the opposite sex. Furthermore, it can affect which specialization the male nurse chooses after completing the education.